The concept of Cognitive Conflict in Science Education: structural and functional aspects
DOI:
https://doi.org/10.54343/reiec.v20iEspecial.517Resumen
This article approaches the concept of cognitive conflict from a two-dimensional perspective: the first concerns the study of the structural elements of the concept, and the second involves identifying the functional characteristics of cognitive conflict in Science Education research and in teaching practices for learning and teaching Natural Sciences. In this dual orientation, cognitive conflict is defined, distinguished from other related concepts, and differentiated from concepts that create misunderstandings. The types of cognitive conflict (simple, operational, and socio-cognitive conflict) are also presented, and relevant examples are provided.
Descargas
Citas
Akpinar, E., Erol, D., & Aydoǧdu, B. (2009). The role of cognitive conflict in constructivist theory: An implementation aimed at Science teachers. Procedia - Social and Behavioral Sciences, 1(1), 2402-2407.
https://doi.org/10.1016/j.sbspro.2009.01.421
Bednarz, N., & Garnier, C. (1989). L'utilisation du conflit socio-cognitif dans une pédagogie contribuant à l'élaboration des processus d'anticipation et décentration. Ιn N. Bednarz & C. Garnier (Εds), Construction des savoirs: obstacles et conflits (pp. 334-349). Canada: Agence d'Arc Inc.
Boilevin, J.-M. (2013). Rénovation de l’enseignement des sciences physiques et formation des enseignants. Regards didactiques. Bruxelles: De Boeck.
Bonello, C. (2019). Using cognitive conflict to support Maltese student teachers’ understanding of abstract science concepts - a case study. In C. Bezzina & S. Caruana (Eds), Teacher Education matters: transforming lives, transforming schools (pp. 412-425). University of Malta. Faculty of Education, Malta.
Bovet, M., Parrat-Dayan, S., & Voneche, J. (1988). Processus d’interaction dans la causalité. In A. Giordan & J.-L. Martinand (Éds), Actes des Xèmes Journées Internationales sur l’Éducation Scientifique (pp. 299-304). Chamonix.
Buchs, C., Darnon, C., Quiamzade, A., Mugny, G., & Butera, F. (2008). Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage. Revue Française de Pédagogie, 163, 105-125. https://doi.org/10.4000/rfp.1013
Cantor, G. N. (1983). Conflict, learning, and Piaget: Comments on Zimmerman and Blom’s “Toward an empirical test of the role of cognitive conflict in learning”. Developmental Review, 3, 39-53.
Carugati, F., & Mugny, G. (1985). La théorie du conflit sociocognitif. In G. Mugny (Éd.), Psychologie sociale du développement cognitif (pp. 93-108). Berne: Peter Lang.
Carugati, F., De Paolis,, P., & Mugny, G. (1981). Conflit de centrations et progrès cognitif, III: Régulations cognitives et relationnelles du conflit socio-cognitif. Bulletin de Psychologie, XXIV(352), 842-851.
Doise, W., & Mugny, G. (1981). Le développement social de l'intelligence. Paris: InterEdition.
Dreyfus, A., Jungwirth, E., & Eliovitch, R. (1990). Applying the “cognitive conflict” strategy for conceptual change. Some implications, difficulties, and problems. Science Education, 74(5), 555-569. https://doi.org/10.1002/sce.3730740506
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children’s ideas. New York: Routledge Falmer.
Flavell, J. H. (1977). Cognitive Development. Englewood Cliffs, NJ: Prentice-Hall.
Gilly, M. (1988). Interactions entre pairs et constructions cognitives: Modèles explicatifs. In A. N. Perret-Clermont & M. Nicolet (Éds), Interagir et connaître (pp. 19-28). Fribourg: Delval.
Gilly, M. (1989). Construction des savoirs. Obstacles et conflits. À propos de la théorie du conflit socio-cognitif et des mécanismes psycho-sociaux des constructions cognitives : Perspectives actuelles et modèles explicatifs. Ιn N. Bednarz & C. Garnier (Éds), Construction des savoirs: obstacles et conflits (pp. 162-182). Canada: Agence d'Arc Inc.
Giordan, A. (Éd.). (1987). L’élève et/ou les connaissances scientifiques. Berne: Peter Lang.
Gunstone, R., & Watts, M. (1985). Children's understanding of force and motion. In R. Driver, E. Guesne & A. Tiberghien (Eds), Children's ideas in Science (pp. 85-104). Milton Keynes, UK: Open University Press.
Hewson, P. W., & Hewson, M. G. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13(1), 1-13.
Inhelder, B., Sinclair, H., & Bovet, M. (1974). Apprentissage et structures de la connaissance. Paris: PUF.
Johsua, S., & Dupin, J-J. (1988). Processus de modélisation en électricité. Technologies, Idéologies, Pratiques, VII(2), 155-169.
Kang, S., Scharmann, L. S., & Non, T. (2004). Reexamining the role of cognitive conflict in Science concept learning. Research in Science Education, 34, 71-96.
Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. The MIT Press.
Keeley, P., & Tugel. J. (2009). Uncovering student ideas in science, volume 4: 25 new formative assessment probes. Arlington, VA: NSTA Press.
Langford, J. M., & Zollman, D. (1982). Conceptions of dynamics held by elementary and high school students. Paper presented at the annual meeting of the American Association of Physics Teachers, San Francisco.
Lawson, A. E., & Thompson, L. D. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25(9), 733-746.
Lefebvre, M., & Pinard, A. (1972). Apprentissage de la conservation des quantités par une méthode de conflit cognitive. Revue Canadienne des Sciences du Comportement, 4, 1-12.
Madu, B. C., & Orji, E. (2015). Effects of cognitive conflict instructional strategy on students’ conceptual change in temperature and heat. Sage Open, 5(3). https://doi.org/10.1177/2158244015594662
Mugny, G., Doise, W., & Perret-Clermont, A. N. (1975). Conflit de centrations et progrès cognitif. Bulletin de Psychologie, XXIX(321), 4-7.
Murray, F. B. (1983). Equilibration as cognitive conflict. Developmental Review, 3, 54-61.
Otero, M. R. (1999). Psicología Cognitiva, representaciones mentales e investigación en Enseñanza de las Ciencias. Investigações em Ensino de Ciências, 4(2), 93-119.
Perret-Clermont, A. N. (1986). La construction de l'intelligence dans l'interaction sociale. Berne: Peter Lang.
Perret-Clermont A.-N., & Nicolet M. (Eds) (2001). Interagir et connaître. Paris: L’Harmattan.
Piaget, J. (1974). La psychologie de l’intelligence. Paris: Armand Colin.
Piaget, J. (1975). L’équilibration des structures cognitives. Paris: PUF.
Ravanis, K. (2013). Mental representations and obstacles in 10–11-year-old children’s thought concerning the melting and coagulation of solid substances in everyday life. Preschool and Primary Education, 1(1), 130-137. https://doi.org/10.12681/ppej.38
Ravanis, K. (2019). Mental representations of light propagation time for 10- and 14-year-old students: didactical perspectives. Journal of Baltic Science Education, 18(2), 276-285.
Ravanis, K. (2020). Precursor models of the Physical Sciences in Early Childhood Education students’ thinking. Science Education Research and Praxis, 76, 24-31.
Ravanis, K., & Boilevin, J.-M. (2022). What use is a Precursor Model in early Science teaching and learning? Didactic perspectives. In J.-M. Boilevin, A. Delserieys & K. Ravanis (Eds), Precursor Models for teaching and learning Science during early childhood (pp. 33-49). Springer.
Ravanis, K., & Kaliampos, G. (2018). Mental representations of 14-15 years old students about the light propagation time. Jurnal Pendidikan Progresif, 8(2), 44-52.
Ravanis, K., & Papamichaël, Y. (1995). Procédures didactiques de déstabilisation du système de représentations spontanées des élèves pour la propagation de la lumière. Didaskalia, 7, 43-61.
Ravanis, K. Papamichaël, Y. & Koulaidis, V. (2002). Social marking and conceptual change: Τhe conception of light for ten-year old children. Journal of Science Education, 3(1), 15-18.
Ravanis, K. Zacharos, K., & Vellopoulou, A. (2010). The formation of shadows: The case of the position of a light source in relevance to the shadow. Acta Didactica Napocensia, 3(3), 1-6. https://eric.ed.gov/?id=EJ1056131
Skoumios, M. (2009). The effect of socio-cognitive conflict on students' dialogic argumentation about floating and sinking. International Journal of Environmental & Science Education, 4(4), 381-399.
Skoumios, M. (2018). Students’ conceptions in Science and socio-cognitive conflict processes. The International Journal of Science, Mathematics and Technology Learning, 25(2), 1-16.
Skoumios, M., & Hatzinikita, V. (2005). The role of cognitive conflict in science concept learning. The International Journal of Learning, 12(7), 185-193.
Smedslund, J. (1966). Les origines sociales de la décentration. In F. Bresson & H. De Montmollin (Éds), Psychologie et Épistémologie Génétiques. Thèmes piagétiens (pp. 159-167). Paris: Dunod.
Trumper, R. (1997). Applying conceptual conflict strategies in the learning of the energy concept. Research in Science & Technological Education, 15(1), 5-18. https://doi.org/10.1080/0263514970150101
Waxer, M., & Morton, J. B. (2012). Cognitive conflict and learning. In Encyclopedia of the Sciences of Learning (pp. 585-587). Springer.
Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cos, P. W. (1977). Field dependent and field independent cognitive styles and their educational implications. Reviews of Educational Research, 47, 1-64.
Zittoun, T., Perret-Clermont, A. N., & Carugati, F. (1997). Note sur la notion de conflit socio-cognitif. Cahiers de Psychologie, 33, 27-30.
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Konstantinos Ravanis
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Derechos de autor Revista Electrónica de Investigación en Educación en Ciencias
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Todo el trabajo debe ser original e inédito. La presentación de un artículo para publicación implica que el autor ha dado su consentimiento para que el artículo se reproduzca en cualquier momento y en cualquier forma que la Revista Electrónica de Investigación en Educación en Ciencias considere apropiada. Los artículos son responsabilidad exclusiva de los autores y no necesariamente representan la opinión de la revista, ni de su editor. La recepción de un artículo no implicará ningún compromiso de la Revista Electrónica de Investigación en Educación en Ciencias para su publicación. Sin embargo, de ser aceptado los autores cederán sus derechos patrimoniales a la Universidad Nacional del Centro de la Provincia de Buenos Aires para los fines pertinentes de reproducción, edición, distribución, exhibición y comunicación en Argentina y fuera de este país por medios impresos, electrónicos, CD ROM, Internet o cualquier otro medio conocido o por conocer. Los asuntos legales que puedan surgir luego de la publicación de los materiales en la revista son responsabilidad total de los autores. Cualquier artículo de esta revista se puede usar y citar siempre que se haga referencia a él correctamente.
